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1 | P a g e B y l a n d

The Effects of Greed and Power on our Historical and Modern World

Multi-Genre Ipoetry Research Project

By William Byland

November 2009


Context of the Lesson

Content Area: Composition

Topic of Study: Writing

Grade Level: 10th Grade English

Grouping: See “Grouping Section” Below

Non-fiction research and discussion topic: Effects of greed and/or power

Literature: How Much Land Does a Man Need by Leo Tolstoy- This literature and supporting lesson focuses on reading the text to develop and compare and contrast between our greed and greed as a general concept within the entire world, historically and in the present through cause and effect mapping as well as definition mapping. Also, the lesson focuses on placing this within the North Carolina Curriculum through the study of world literature and writing definition and cause and effect papers.

PowerPoint: Historical and Modern Slavery- This mini-lesson (PowerPoint with multimedia video clip) specifically deals with issues of slavery due to greed and power struggles. The specific groups discussed are African American slavery, modern wage slavery, immigration slavery, and a specific focus on modern racial slavery in the Darfur region through maps, personal experiences, and a multimedia video clip.

Marination: The marination of students in different forms of poetry will take place prior to the actual research and lesson on creating an Ipoem. Also, the students will be infused with Ipoetry from many books and internet resources. A more specific discussion of this follows in the Ipoem and Poetry Books Used portions of this document.

Instructional Groupings:

Class Wide Grouping (Whole class instruction):

Reading How Much Land Does a Man Need, Modern and Historical Slavery PowerPoint, Darfur Video Clip

Mini-lesson (See mini-lesson for more details) Lessons on Ipoems (See Ipoems, Lesson Plan, and Shared writing for more details) Marination of the students to Ipoems

Small Groups:

Students will research one of the topics given to them as is specifically laid out below. The goal of the collaborative project is to have all students within a small group work individually to “discover” very specific items, through research, that will then be brought together to complete a collaborative project board that will have the following things on it:

Small snippets from book sources, a paragraph or two at most, one creative and one informational


Small snippets of internet an article and a website, a paragraph or two at most, one of which must discuss the broad topic, while the other must discuss the causes and effects of the topic.

5 small and 5 medium sized pictures of their topic One piece of art, one piece of music (listened to during the presentation to create a real

connection to the topic), and one snippet of literature from the culture of the people being discussed

On a separate, decorated board, an Ipoem from different perspectives, places, or objects from each group member. (These boards will be posted together)

o A further, more specific, discussion of all of these is in the J-O-B hand out and individual jobs portion that follows in this document.

(Each of the following would represent a group of 4-5 students)

Research on Darfur Research on American Slavery Research on Wage Slavery Research on Native American Slavery

Group meetings:

Students will meet with their group every thirty minutes during the research process. This will allow students to take on the roles of mentor and teacher to their other group members. Also, it will help students be sure that they are finding research that supports each others research, but also avoid having direct representation of sources and information.

Group Time Questions:

What have you found? What are you looking for? What are you struggling to find? How can I (the student) help you? What questions do we have for the “coach” (teacher)?

Individual Groupings: (Each individual in each of the above listed groups would have the following jobs)

Group Members INDIVIDUAL J-O-Bs

Remember: Behind every successful business, there is a successful team, and behind every successful team there is successful individuals who works hard at their job, so if you do not work hard as

individuals, you will fail as a team and if you don’t work as a team you will fail as individuals


(And your team might post help wanted signs) Smiles ~Mr. B

1. Book person’s ob:o Discovering a book resource that is informational (Tells historical or modern

information on the broad topic, such as slavery if you were doing research on African American Slavery)

o Discovering a book resource that is fiction, but based on the historical subject. (For example, you might find a book source that talks about a person’s experience of slavery or a fiction book on the slavery time period.)

You only need to find small snippets from book sources, a paragraph or two at most from each source.

YOU MUST TAKE NOTES OF YOUR RESEARCH AND COPY DOWN THE PARAGRAPHS SELECTED. (See “Research Notes” portion of your group packet.)

2. Internet or book picture finder’s job:o Discovering 5 small photos and for the overall project board.o Discovering 5 medium photos for the overall project board.

These photos must not only show examples of the topic, but must also demonstrate deeper thinking and application to the topic as a whole. EX: topic is WWII, Mr. Byland is the photo researcher, he might find some general photos of the concentration camps, he would then fail. But if he found a picture that demonstrates the horrendous loss that took place there, such as an image that shows the concentration camp in the background and a direct focus on the hundreds of hats covered in the snow in front of the buildings, which demonstrates both the object being researched and gives an insight into the atrocities that took place and the abundant loss of life, then Mr. Byland would make an A+.

YOU MUST TAKE NOTES OF YOUR RESEARCH. (See “Research Notes” portion of your group packet.)

3. Internet article researcher’s job:o Discovering one modern internet article (NOT WEBSITE!) that has an intellectual

discussion of the topic in a broad way; for example, if I were doing research on the concentration camps, I might find an article that discusses the function of the camps, the human research performed, methods of death, day it opened, day it closed, who ran it….

o Discover a website that discusses the causes and effects of the overall topic. For example, if my topic was the concentration camps, I would find an article that discusses the reasons (causes) that it was built in the first place, why it was used, and the eventual outcome (effects) of the use of it both historically and in the present.


You only need to find small snippets from internet sources, a page or two at most from each source.


4. Culture researcher’s job:o Discovering the culture of the people being studied within the topic. o To do this:

you must discover one piece of art that represents who they were as a people; one piece of literature such as a poem or short story that represents who they were as a people; and one song that represents who they were as a people and who they are now. (For example, if I were studying the concentration camps as my topic, I would find an old Hebrew song that represented their way of life, perhaps talking about their obsession with their religion/laws, resting on the Sabbath, marriage, love….)


Summative Overall Jobs Handout

As individuals you must do:

Your jobs and your notes. (See “Jobs Handout”)

Research Notes:

Copy down the following:Book Source:

1. Title of book2. Author of book3. Date of publication if it is a book source4. Publisher and City it was published in 5. Four sentences about what you gathered from the source (For example, if you are using

an article from the source tell me why you are using that article or paragraph or picture)

Internet Source:

1. Website 2. Title of website you are using3. Author of website you are using4. Date posted/created5. Date YOU accessed it6. Title of article ONLY if it is an article


7. Four sentences about what you gathered from the source (For example, if you are using an article from the source tell me why you are using that article or paragraph or picture)

As a group you must do:

One board that brings all of the information gathered together by each member of the group. (See the rubric for grading information)

On a separate, decorated board, an Ipoem from different perspectives, places, or objects from each group member. (See the rubric)

Finally, a presentation to the class of your groups project

You will be graded on the following:

Library behavior and participations Research project board/Presentation Ipoem board/Presentation

o All rubrics are available and in your group packet.

Ipoem

Students will have been studying acrostic, performance, and concrete poetry for one full month, in between cause and effect discussions and writing prompts.

Then to create their Ipoems: (Each group member will complete a poem for their board, also this is NOT the lesson plan but a general overview of how I will treat the teaching process of Ipoetry; more lessons are included with the lesson plan that gives an even more specific scaffolded approach as my students are very low)

1. Students will first be immersed in a plethora of examples of Ipoems for two class periods from: o I am the Mummy Heb-Nefert by Eve Buntingo Atlantic by G. Brian Karaso A Knight Without Armor by Jewelo Dirty Laundry Pile: Poems in Different Voices by Paul B. Janecko. o Also this immersion (marination) will occur from an assortment of overheads and prints

of Ipoetry that is a little more for their age group, some of these are also attached with a YouTube clip of an Ipoem.


2. Students will then see my Ipoem o I will walk them through the steps of how I created my own Ipoem on Auschwitz

through my blog (williambyland.wordpress.com) and with a hard copy example and my writer’s notebook. (Exact process noted later in the Shared Writing section)

o I will also do other Ipoems with the students that involve doing graphic organizers of an Ipoem with them through the voice of the man that was beaten and scared standing on Wall Street in my PowerPoint presentation with an actual draft, and the same process with the painting “On the way to work,” a painting of Jews being marched to work camps. (Also noted in much more detail in the Shared Writing section and the Lesson Plan section)

3. Students will then go online to http://ettcweb.lr.k12.nj.us/forms/iampoem.htm o They will create their first Ipoem about themselves, which will help make the process

clear to them before adding the additional struggle of incorporating research.o This will be printed. o Then I will have students create another Ipoem, using the website, on their favorite

object or place.o This will be printed.o Then I will have them create another Ipoem, using the website, through their favorite

person in the world.4. Then I will give students a copy of “Ipoem for Two Voices” from Dr. Frye at Appalachian State

University, accessible at http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/ i_poem_for_two_voices.htm and also attached.

o Students will then use this format to first create a dialogue between two literary characters, Pakhom and The Devil, from How Much Land Does a Man Need by Leo Tolstoy.

5. The day before I will begin having students write their Ipoems, I will have students create a dual sided found poem, which they have done many times before, with one side being a found poem on the causes of the topic that they researched and the other being the effects, an example of this, that I personally did with the students, will be attached and on my blog at williambyland.wordpress.com on the effects of video games on American society. This will be completed to give students an introduction to taking their research and applying it to a poetic format.

6. Finally, I will give students a copy of the blank Ipoem organizer, also attached.o I will then have then take their research findings, ideas, and notes working together to

fill out the organizer based off of a place, a person, or even to people from their research.

o I will then have students create their own Ipoems that will be placed on their research boards. (As they do this, the mini lesson will be given and other teaching strategies engaged, for more details see the Lesson Plan section)

Daily Essential Reflection Questions:

http://ettcweb.lr.k12.nj.us/forms/iampoem.htm

mailto:[email protected]


1. How do you feel about the research process? How much experience do you have with research? What difficulties do you expect to have while doing your research? How will you find specific images, documents, books…ect that will illict the responses you want from your audience?

2. After your first day of research, what problems are you having while researching? How will you fix these problems? Have you asked your group members about the issues you are having? Have you helped anyone in your group to find their research? Are you a team player?

3. Research is hard, but what are two things you are the most excited about that you have found? Why? If you are not excited, how will you find something you are excited about?

4. Now that the research process is over, what went well? What didn’t? As I will be “coaching” this project in the future, what are three things that I should do next year to help those students avoid the problems you have had? I know everyone hates research, but I also know that you secretly (and would never admit it) loved it…so tell me what you loved.

Shared Writings:

As a class we will have completed several shared writings before actually having students write their own.

I will demonstrate note taking strategies I will demonstrate my own Ipoem on Auschwitz, including the research process that I engaged in

all the way through the notes taken, the rough drafts completed, down to the final draft that is published on my wordpress blog.

I will also demonstrate how to write an Ipoem through doing the graphic organizer of an Ipoem with them through the voice of the man that was beaten and scared standing on Wall Street in my PowerPoint presentation.

I will then write an Ipoem rough draft with them on the same topic. I will then follow the same process with a picture of the painting “On the way to work,” a

painting of Jews being marched to work camps.

Mini-Lesson

This lesson will be completed utilizing the Deadwords PowerPoint (Attached), followed by the Revising Weak Paragraphs PowerPoint Smart Board activity (Attached) that applies better word choice inside a paragraph, with a discussion on how this could improve our own Ipoems.

Word Choice Mini-Lesson

1. Review the main rule that all Ipoems should be specific in word choice to bring out the subtleties of the topic.


2. Show Deadwords PowerPoint and have students take notes on it.3. As a follow up, have students complete the Revising Weak Paragraphs PowerPoint

Smart Board activity.4. Directly discuss and apply the concept of better word choice to their Ipoems by having

them edit for better word choice.a. Have a student volunteer to write their Ipoem on a writeable overhead and as a

class look at the changes they made, as we suggest even further revisions. 5. Review concepts and have students continue revising

Invitation

See attachments (Emailed separately)


Rubrics

Setting up Group Roles/Library Rubric

CATEGORY 4 3 2 1Delegation of Responsibility

Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.

Each student in the group can clearly explain what information s/he is responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.

One or more students in the group cannot clearly explain what information they are responsible for locating.

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Notes Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded. Notes are recorded only with peer/teacher assistance and reminders.

On Task Students in group are always on task. The teacher never has to remind them to work or behave.

Students in group usually on task.

Students in group are often off task.

Students sent to In School Suspension for Insubordination, Class Disruption, or any other reason such as sleeping.


Project Board Rubric

CATEGORY 4 3 2 1

Culture Pictures and Art are neat, accurate and add to the reader's understanding of the topic in a profound way. Song chosen expertly represents many aspects of the people represented by assigned topic.

Pictures and Art are accurate and add to the reader's understanding of the topic. Song chosen expertly represents many aspects of the people represented by assigned topic.

Pictures and Art are neat and accurate and sometimes add to the reader's understanding of the topic. Song chosen represents a few aspects of the people represented by assigned topic.

Pictures and Art are not accurate OR do not add to the reader's understanding of the topic. Song chosen does not represent many aspects of the people represented by assigned topic.

Internet The snippets of internet articles and websites give an expert representation of the topic as a whole and explains the causes and effects of the topic given.

The snippets of internet articles and websites give a moderate representation of the topic as a whole and explains the causes and effects of the topic given.

The snippets of internet articles and websites give an unreasonable representation of the topic as a whole and explains the causes and effects of the topic given.

The snippets of internet articles and websites do not give a representation of the topic as a whole and explains the causes and effects of the topic given.

Photos 5 small photos and 5 medium photos are on the board and these photos not only show examples of the topic, but also demonstrate deeper thinking and application to the topic as a whole.

5 small photos and 5 medium photos are on the board and these photos only show examples of the topic, and barely demonstrate deeper thinking and application to the topic as a whole.

5 small photos and 5 medium photos are on the board and these photos only show examples of the topic, and do not demonstrate deeper thinking and application to the topic as a whole.

Less than 5 small photos and 5 medium photos.

Book Resources Discovers a book resource that is informational, discovers a book resource that is creative, but based on the historical subject.

Discovers a book resource that is informational, discovers a book resource that is creative, but is not based on the historical subject.

Discovers a book resource that is mostly informational, discovers a book resource that is creative, but based on the historical subject.

Discovers less than two book sources.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Ipoem The Ipoems are on the board from all members, they represent the combination of research, time, and effort that is needed for a great Ipoem.

The Ipoems are on the board from all members, they represent an alright combination of research, time, and effort that is needed for a great Ipoem.

The Ipoems are on the board from all members, they do not represent the combination of research, time, and effort that is needed for a great Ipoem.

Less than every member Ipoem is on the board.

Presentation/On Time Project board was completed on time. All members gave an excellent presentation.

Project board was completed on time. All members gave a good presentation.

Project board was completed on time. All members gave a bad presentation.

Project board was not completed on time.

Ipoem Rubric

CATEGORY 5 4 2 0


Ipoem The Ipoem utilizes the given format, clearly relates to the overall topic, has an obvious depth of knowledge from the research, flows smoothly due to excellent word choice, and represents the time and effort that is needed for a great Ipoem

The Ipoem utilizes the given format, clearly relates to the overall topic, has an some depth of knowledge from the research, has some flow due to ok word choice, and represents the time and effort that is needed for a great Ipoem

The Ipoem utilizes the given format, clearly relates to the overall topic, has an little depth of knowledge from the research, does not flow, and represents the time and effort that is needed for a great Ipoem

Does not represent the time and effort that is needed for a great Ipoem, or was late.

Publishing Student’s Work

Students work will be published in the hallways of our school. This will be done by posting their research project boards on the walls of the English hall at my school, which will then be seen by students and parents because open house will be within two weeks of the completion of this project.

Poetry Books Used

The poetry books used are as follows:

o I am the Mummy Heb-Nefert by Eve Buntingo Atlantic by G. Brian Karaso A Knight Without Armor by Jewelo Dirty Laundry Pile: Poems in Different Voices by Paul B. Janecko. o Also, poems will be printed from the internet to be shared with the students and

YouTube video clips.

Lesson Plan

Prior to the actual start of the project:

Students will have been studying acrostic, performance, and concrete poetry for one full month, in between cause and effect discussions and writing prompts.

Students will have also read “How Much Land Does a Man Need” and worked with causes and effects extensively throughout the semester. (For more details, see Context)

Students will also engage in a PowerPoint on Modern Slavery due to Greed and Power with video clips imbedded. (For more details, see Context)

Students will first be immersed in a plethora of examples of Ipoems for two class periods from:

o I am the Mummy Heb-Nefert by Eve Buntingo Atlantic by G. Brian Karaso A Knight Without Armor by Jewelo Dirty Laundry Pile: Poems in Different Voices by Paul B. Janecko. o Also this immersion (marination) will occur from an assortment of overheads and prints

of Ipoetry that is a little more for their age group, some of these are also attached with a YouTube clip of an Ipoem.


Beginning the project:

Day1

Before the students get there: post groupings on the overhead, post topics on the white sheeted try fold, post group roles on the board. Make copies.

1. Review the day before focusing on effects2. Give students invitations

a. Have them follow the procedures listed so they will be in their groups. 3. Give them the J-O-Bs handout.4. Remind them/help them assign roles while explaining that every role has a lot of work.5. Give them the rubrics6. Students will then see my Ipoem

o Walk them through the steps of how I created my own Ipoem on Auschwitz through my blog (williambyland.wordpress.com) and with a hard copy example and my writer’s notebook. (Exact process noted later in the Shared Writing section)

o I will also do other Ipoems with the students in the future (Also noted in the Shared Writing section)

7. Take students to the library to conduct research

Day 2, 3, and 4

1. Each day have students respond to reflection essential questions on research as their warm up activity.

2. Students in the library doing researcha. Good resources, citing, and choosing appropriate websites will be discussed through

http://www.ipl.org/div/aplus/ on the first day of research.

Day 5

Before the kids get there: Put desks into squares

1. Have students set with their groups2. Have students gather their research together in their groups3. Have them share their research with the class and make final choices of what resources they will

use if they have more than one for any topic.4. Have them organize their research and paste it to their research board

Day 6

1. Do finial reflection on the essential questions as the daily warm up. 2. Review Ipoetry with my Ipoem

http://www.ipl.org/div/aplus/

mailto:[email protected]


3. Demonstrate how to write an Ipoem through doing the graphic organizer of an Ipoem with them through the voice of the man that was beaten and scared standing on Wall Street in my PowerPoint presentation.

a. Also, go to http://www.liu.edu/cwis/cwp/library/aaslavry.htm and allow students, as a class, choose any research on the website.

b. Combine the research with the picture, and then write the Ipoem together, focusing on incorporating all research.

4. Write an Ipoem rough draft with them on the same topic.5. Have students go online to http://ettcweb.lr.k12.nj.us/forms/iampoem.htm

o Have students create their first Ipoem about themselves, which will help make the process clear to them before adding the additional struggle of incorporating research.

Printo Have students create another Ipoem, using the website, on their favorite object or

place. Print

Day 7

1. Review Ipoems2. Do an outline with the students of an Ipoem with a picture of the painting “On the way to

work,” a painting of Jews being marched to work camps.3. Do a draft Ipoem with them.4. Give students a copy of “Ipoem for Two Voices” from Dr. Frye at Appalachian State University,

accessible at http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/ i_poem_for_two_voices.htm and also attached.

o Students will then use this format to first create a dialogue between two literary characters, Pakhom and The Devil, from How Much Land Does a Man Need by Leo Tolstoy.

5. Have students create a dual sided found poem with one side being a found poem on the causes of the topic that they researched and the other being the effects,

a. This will be completed to give students an introduction to taking their research and applying it to a poetic format.

Days 8 and 9

1. Give students a copy of the blank Ipoem organizer2. Have them take their research findings, ideas, and notes working together to fill out the

organizer based off of a place, a person, or even the culture of the people from their research.a. The research used for this will be the research that they found during their research

days in the library (2-4).b. Good resources, citing, and choosing appropriate websites will be discussed through

http://www.ipl.org/div/aplus/ on the first day of research.3. Have students create their own Ipoems that will be placed on their research boards.

http://www.ipl.org/div/aplus/

http://ettcweb.lr.k12.nj.us/forms/iampoem.htm

http://www.liu.edu/cwis/cwp/library/aaslavry.htm


Day 10

1. Do mini-lesson with studentsa. Review the main rule that all Ipoems should be specific in word choice to bring out the

subtleties of the topic.b. Show Deadwords PowerPoint and have students take notes on it.c. As a follow up, have students complete the Revising Weak Paragraphs PowerPoint

Smart Board activity.d. Directly discuss and apply the concept of better word choice to their Ipoems by having

them edit for better word choice.i. Have a student volunteer to write their Ipoem on a writeable overhead and as a

class look at the changes they made, as we suggest even further revisions. 2. Review concepts and have students continue revising3. Have students share with their research and then writing circles 4. Have students type up poems

Day 11

1. Have students post their poems on the board and finish boards2. Post boards in the hallways


Attached Resources Used

Example of my cause/effects found poem done with students just before we begin the Ipoem to illuminate effects vs. causes.


Some Ipoem examples not in book format:

http://www.youtube.com/watch?v=MNduxvh9GSI

A funny version of what not to do:

I-poem (I for Internet) I-write. I-blog. I-facebook. I-tweet. I-read. I-comment. I-follow. I-friend.I-laugh (lol...hahahahaha). I-cry (Oh my god!). I-sympathize (aaaww).I-link. I-attend. I-share. I-sell. I-support. I-join.I-brawn. I-brawl. I-cuss. I-voice. I-compete.I-love. I-hate. I-high. I-low.I-unlink. I-unfollow. I-enemy. I-delete.I-write. I-blog. I-facebook. I-tweet.And that's why we'll never meet.

http://www.youtube.com/watch?v=MNduxvh9GSI


Photos from the Slavery: Effects of Greed and Power PowerPoint used for graphic organizer/Ipoem completed with students


My Ipoem for students to see as an example

FIRST STANZAI am a symbol of terror, genocide, and the Holocaust; a darkened and secreted sin

I wonder how the Beautiful Devil was set to live like a lion king with stained guiltless blood still on his teethI hear whispered cries in the air

I see too warn wooden bedsI want the world to stop looking to me as a symbolic excuse for others actions

I am a symbol of terror, genocide, and the Holocaust a darkened and secreted sin

SECOND STANZAI pretend that they will not remember when they come, that they will smile when they see me

I feel the suburbs of Oswiecim repenting I touch Birkenau with blood stained soil and ashened stove pipes

I worry the Interessengebiet will not be a big enough gapI cry for what I was made to perform


THIRD STANZAI understand one million is too many to gain forgiveness

I say coughed pentatonic apologies from a guilty conscious I dream of fatherless children and twins escorted first in rows and then on pathology tables

I try to keep "Arbeit Macht Frei" hidden like the lie it isI hope medical advancements will surpass organized mass murder


Resource for both pictures and poem factual information:

(2009). Panstwowe Muzeum: Auschwitz-Birkenau. Retrieved from en.auschwitz.org


Examples from my writers notebook on how to take research and then make notes on that research to limit ideas to develop a specific Ipoem. (Makes it easier)


“On the way to work” Picture used to brainstorm and complete Ipoem with students


First slides of the mini-lesson PowerPoints


I Am __________________

Stanza One

I am _____________________________________________________________________

_______________________________________________________________

I live ____________________________________________________________________

_______________________________________________________________

I wonder _______________________________________________________

_______________________________________________________________

I hear __________________________________________________________

_______________________________________________________________

I see __________________________________________________________

_______________________________________________________________

I want _________________________________________________________

_______________________________________________________________

I am___________________________________________________________

Stanza Two


I question____________________________________________________

____________________________________________________________

I feel _______________________________________________________

____________________________________________________________

I touch ______________________________________________________

____________________________________________________________

I worry ______________________________________________________

____________________________________________________________

I cry ________________________________________________________

____________________________________________________________

I understand _________________________________________________

____________________________________________________________


I am ________________________________________________________

____________________________________________________________

Stanza Three

I say _________________________________________________________-

_____________________________________________________________

I believe______________________________________________________

_____________________________________________________________

I dream _______________________________________________________

______________________________________________________________

I try __________________________________________________________

______________________________________________________________

I hope ________________________________________________________

______________________________________________________________

I was once _____________________________________________________


______________________________________________________________

But now I ______________________________________________________

______________________________________________________________

I am___________________________________________________________

_______________________________________________________________

Main Ideas/phrases/words/passages from the resource you wish to include

in poem:

I Am_______________________


Looks Like... Acts... Lives...

Thinks About... Wonders About... Worries About...

Sees... Hears... Smells...


Touches... Tastes... Enjoys...

Wants... Loves... Feels...

Tries To... Dreams About... Hopes For...

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